Two Skill-Based Pathways Teachers Can Use to Increase Their Teaching Passion (Poster 15)

• In Event: AERA Poster Session 2
  In Poster Session: Motivation and Cognitive Processes in Classrooms (San Diego)

Abstract

Our purpose was to validate two malleable, controllable antecedents to teachers’ greater harmonious (HP) and lesser obsessive (OP) passion: Autonomy-supportive teaching (AST, Study 1) and intrinsic instructional goals (IIG, Study 2). In Study, 104 Korean PE teachers were randomly assigned to an AST intervention or control condition. A repeated-measured ANCOVA (three-waves) showed that teachers in the experimental (vs. control) condition showed a longitudinal increase in HP and longitudinal decrease in OP. In Study 2, 152 Korean secondary teachers in 22 different subjects reported their intrinsic and extrinsic instructional goals, autonomy-supportive and controlling teaching, and HP and OP at three-waves. A SEM analysis showed that teachers who adopted IIGs showed greater AST which longitudinally increased their HP.

Authors

• Hye-Ryen Jang, Australian Catholic University

• Johnmarshall Reeve, Australian Catholic University

• Sung Hyeon Cheon, Korea University